ELA6+Esperanza+Rising

toc =Topic= In this final unit, students will read Esperanza Rising and incorporate the themes from this year: Growing Up, folklore, heritage, courage and figuring it out. The goal of the unit is for students to apply all their reading, writing, speaking, and listening strategies and skills learned up until this point in the year. Students will look for answers to following questions: How does literature and informational texts reveal a character's thinking, traditions, cultures, and hardships? How does an understanding of the historical and cultural background of Esperanza Rising enhance your reading of the novel? Can people truly change? How? Students will conduct research to answer these questions.
 * Unit 4 B: Starting Over **

=Common Core Standards= R6.2 Determine the theme or central idea of a text and how it is conveyed through particular details. R6.3 Describe how the character responds to change as the plot moves towards resolution. R6.4 Determine the meaning of words used figuratively (symbolism). R6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the plot, theme, or setting. W6.2 write informative/explanatory text to examine and convey ideas, concepts, and information. W6.6 Use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others. W6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when necessary. SL6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes. SL6.5 Include multimedia components and visual displays in presentations to clarify information.

=Suggested Student Objectives= //**SWBAT:**//
 * Reading and Writing**
 * describe how the move to California from Mexico drastically changes Esperanza's life;
 * explain and give examples on how the story //Esperanza Rising// illustrate a child's perspective of the lives of migrant workers;
 * compare and contrast the migrant workers from the United States and Mexico
 * discuss the role that the adults played to" protect from" or "soften the harshness" the migrant children experienced.
 * complete a reading journal as they read to monitor their comprehension while they read
 * conduct research to better understand the historical and cultural background of Esperanza Rising
 * identify how authors use symbolism to represent big ideas
 * identify and describe how the relationship between the protagonist and antagonist affects the plot


 * Grammar and Language**

= Terminology/ Academic Vocabulary =
 * novel specific terms || academic vocabulary ||
 * culture || symbolism ||
 * dialect || dialogue ||
 * migrant || imagery ||
 * crotchet || flashback ||
 * obstacle || analogy ||
 * Quinceanera || myth ||

=Readings= Esperanza Rising by Pam Munoz Ryan
 * Novel**

What is Child Labor? (Toolkit Texts) Viva La Causa: Chavez's Fight for Social Justice (Toolkit Text) The Great Depression (Ed Helper) Pam Munoz Ryan (Ed Helper)
 * Informational Texts**

=Resource Links= Esperanza Rising Research Project
 * [[file:Esperanza_Rising_Resource_Pack.pdf]][[file:Esperanza Journal.pdf]]
 * [[file:Esperanza_Rising_Script.pdf]][[file:Pam Munoz Ryan Bio.pdf]]
 * [[file:The_Great_Depression_Ed_Helper.pdf]][[file:Pam Munoz Ryan Key.pdf]]
 * [[file:The_Great_Depression_Ed_Helper_Key.pdf]][[file:Protagnoist vs antagonist practice.pdf]]
 * [[file:The_Great_Depression_Poem.docx]][[file:Multiple Choice Test.pdf]]
 * []

=Activities= As you read //Esperanza// Rising, keep a journal that specifies:
 * __Literature Response__**
 * The characteristics of Esperanza that enable her to overcome obstacles
 * The obstacles she faces
 * Her internal responses and external behaviors to these obstacles
 * The events that lead up to the climax and, ultimately, the character's growth
 * The theme of the book

Mark the text with sticky notes where the author uses imagery, alliteration, metaphors, similes, and personification. Share your ideas with a partner before the class discussion.
 * __Journal Entry/ Figurative Language__**

As a class, keep a chart of the characters studied using the categories listed here, either on chard paper or in your journal. At the end of this unit, this information will be used to make comparisons and generalizations about people. Your teacher may ask you to write your responses in your journal and share them with a partner before each section of the class chart is filled in. Be sure to make notes of page numbers with relevant information or mark you text with a sticky note so you can cite the text during class discussion.
 * __Graphic Organizer/ Literary Response__**
 * Character's name
 * Obstacles he/she faces
 * Why is this important
 * What did you learn about this person that surprised you

Talk about the characters or people studied. How are the stories alike? How are they different? What traits do they have in common? Cite specific information from the text read to justify your responses. Write a summary of the class discussion in your journal.
 * __Class Discussion__**

Create an informative/ explanatory essay or presentation in which you respond to the question: How do literature and informational texts reveal a character's thinking, traditions, cultures, and hardships? Continue building on the research skills you have learned this year. Cite at least two specific details from two different sources from your research. Compare the information from primary-source documents with the secondary stories read. Use a variety of words learned and studied throughout the year (from Word Study). Edit your writing for the grammar conventions studied so far this year prior to publication. This assessment will end with a class discussion in which you discuss what you have learned about the research process this year.
 * __Informative/ Explanatory Writing__**

As a class, continue adding to the Mechanics/ Grammar bulletin board started in Unit One. Remember--once skills are taught in a mini-lesson and listed on the bulletin board, you are expected to edit your work for these elements before publication.
 * __Mechanics/ Grammar Wall__**

As a class, continue adding to the Vocabulary Word Wall bulletin board where, throughout the year, you will add and sort words as you learn them in each unit of study.
 * __Vocabulary/ Word Wall__**

=**Performance Assessment**= The novel //**Esperanza Rising**// tells the story of a young girl living in Mexico in the 1930s who finds herself transplanted to the San Joaquin Valley of California due to difficult family circumstances. While in California, she experiences life not only as a Mexican girl whose life is influenced by the customs and traditions of her heritage, but also as a migrant farm worker in the U. S. during the Depression. To better understand the novel and its historical context, you will investigate a topic related to one facet of Esperanza's experience. Your research should enable you to answer the following question:
 * **H****ow does an understanding of the historical and cultural background of //Esperanza Rising// enhance your reading of the novel?** ||

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